Outline

In recent years interactive teaching methods are increasingly recognized as effective methods for academic learning. However, so far implementation in university teaching is low. The same problem has been encountered in school teacher training were there was a growing body of evidence that traditional teacher training leads not the connection of knowledge generated by educational researchers in practice. Therefore the RD&D model (research to development to dissemination) has been seriously criticized for being externally imposed, technocratic and perhaps most important not efficient.

Typically RD&D attempts did not consider the individual and his individual circumstances so new approaches in teaching were often rejected.

Integration of theory in practice must be done by the subject himself. This integration can only be done actively in a constructivist fashion. Therefore the subject’ s own learning history and theory must be taken into account. The ideal process of experimental learning can be described by an alternation between action an reflection. This inductive approach builds on the teacher’s own perceptions, thinking and feeling about concrete teaching situations in which they are actively involved. By this approach subjective mostly unconscious theories which have tremendous influence on teaching, can be investigated and gradually replaced by sound empirically proven theory.

The lecture presented will give some practical insights on this model described by Korthagen and implications this model can have for future university teacher training.